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Scope And LimitationThis study was limited to selected third year and fourth year Psychology studentswho are currently enrolled in De La Salle Lipa A.Y. 2012-2013. It focuses on twoimportant variables, the Adversity Quotient and Achievement Motivation. TheAdversity Quotient was measured through the AQ Profile instrument provided online by Dr. Paul G. Stoltz while the Achievement Motivation would be measured throughthe use of Achievement Motivation Profile (AMP).The study was conducted to the said respondents since most third year andfourth year students are facing more tasks and difficulties with their school workscompared with the lower year levels. Psychology students were chosen as respondentssince the researchers themselves are also taking up the same course. It would also bebetter if they will know first their own behavior towards this kind of situation beforeanalyzing the behavior of others.

Chapter 2REVIEW OF RELATED LITERATURETo further understand this study, both foreign and local studies and literaturewere presented.AdolescenceThe word adolescence is Latin in origin, derived from the verb adolescere, whichmeans "to grow into adulthood." Adolescence is a time of moving from the immaturity ofchildhood into the maturity of adulthood. There is no single event or boundary line thatdenotes the end of childhood or the beginning of adolescence. Rather, experts think ofthe passage from childhood into and through adolescence as composed of a set oftransitions that unfold gradually and that touch upon many aspects of the individual'sbehavior, development, and relationships. These transitions are biological, cognitive,social, and emotional (Adolescence, [online]).Adolescence as defined in books is the transition period that links childhood andadulthood. Erikson described it as a moratorium, a temporal and psychological gapbetween the security of childhood and the autonomy of adulthood (Devakumar, 2009).AdversityAdversity is one of the most potent forces in life. It shapes one’s character,clarifies priorities, and defines his/her path. It can also be fuel to greatness. Eachperson faces a rich assortment of adversities every day, ranging from minor hassles to

major setback, even tragedies. The path to success, both in business and in life, islearning how to convert any adversity into a genuine advantage (Stoltz & Weihenmayer,2010).Adversities are part of living, and people choose the way they react to eachadversity in their lives. Many times they will be senseless, unfair, painful, and beyondour control to prevent. However, they come into our lives for a reason. People canchoose to learn valuable lessons from each adversity they encounter (Brunkhorst,2005).Events like the death of a loved one, loss of a job, serious illness, failure inbusiness, robbery or serious accident or other such events are very challenging lifeexperiences. Many people react to such circumstances with a flood of strong emotionsand a sense of uncertainty. The ability of adapting well or 'bouncing back' from difficultlife experiences in the face of adversity, trauma, tragedy, threats, or even significantsources of stress --such as family and relationship problems, serious health problems,or workplace and financial stressors and adapt well over time to life-changing situationsand stressful conditions-- is a natural and in-built mechanism in all human beings. Thisability always varies from person to person depending upon their behavioral traits andexisting circumstances. Social traits like having caring and supportive relationshipswithin and outside the family, relationships that create love and trust, provide rolemodels, and offer encouragement and reassurance help while deal with adversities.Accepting that change is a part of living (How to handle Difficult Situations OR ToughTimes during life?, [online]).

Adversity Quotient (AQ )Adversity Quotient or AQ is a measure of a person’s ability to manage theadversity that he or she faces every day. People who cannot handle adversity becomeeasily overwhelmed and emotional, then pull back and stop trying. Those who handleadversity well become the leaders of today and tomorrow (Stoltz, 1997).It is about how people respond to adversities of all kinds, or how one react to theworld around them (Stoltz & Weihenmayer, 2010). In addition according to Stoltz, this ishow people respond to life, especially the tough stuff. It is a gauge or measure of howpeople respond and deal with everything, from everyday hassles to the big adversitiesthat life can spring on them. Moreover, it is an established science, theory, andapproach for becoming measurably more resilient. The more resilient a person is, themore effectively and constructively they respond to life’s difficulties, and the morefulfilling life becomes (AQ for you, [online]).AQ was developed by Dr. Paul G. Stoltz and was first introduced in his bookAdversity Quotient : Turning Obstacles into Opportunities in 1997. It was drawn fromthree major sciences: Cognitive Psychology, Psychoneuroimmunology, andNeurophysiology thus, it embodies two essential components of any practical concepts– scientific theory and real world applications. In addition, it was a result of 19 years ofresearch and 10 years of application that was a major breakthrough in understanding ofwhat it takes to succeed (Stoltz, 1997).

Forms Of Adversity Quotient AQ has three forms. First, AQ is a new conceptual framework forunderstanding and enhancing all facets of success. It builds upon a substantial base oflandmark research, offering a practical, new combination of knowledge that redefineswhat it takes to succeed. Second, AQ is a measure of how one respond to adversity.Finally, AQ is a scientifically-grounded set of tools for improving how one respond toadversity, and, as a result, an overall personal and professional effectiveness. Thecombination of these three elements – new knowledge, the measure, and practical tools– is a complete package for understanding and improving a fundamental component ofthe daily and lifelong ascent (Stoltz, 1997).Building Blocks Of Adversity Quotient The three major sciences where Adversity Quotient was drawn also serve as itsfoundation or building blocks. AQ , the underlying factor that determines the ability toAscend, is based on breakthroughs in three different scientific fields. Each of theserepresents a building block, which, when taken together, forms AQ – the foundation ofsuccess.The first building block is Cognitive Psychology. This building block is comprisedof the extensive and growing body of research related to the human need for control ormastery over one’s life. It includes some essential concepts for understanding humanmotivation, effectiveness, and performance.The second building block, which is Psychoneuroimmunology, deals with thedirect link between one’s response to adversity and his or her mental health and

physical health, and that how one responds to adversity (AQ ) influences immunefunctions, recovery from surgery, and vulnerability to life-threatening disease. Thus, aweak pattern of response to adversity can cause depression. Control, in additional, isessential to health and longevity.The third building block is Neurophysiology. It is indicated that the brain ideallyequipped to form habits. Those habits can be instantly interrupted and changed thus,become hardwired in the subconscious region of the brain. Subconscious habits, suchas AQ , can be immediately altered, readily forming new habits that are strengthenedover time. These three building blocks – cognitive psychology, psychoneuroimmunity,and neurophysiology – come together to form AQ , the result is a new understanding,measure, and set of tools to enhance human effectiveness (Stoltz, 1997).Three Levels Of Adversity Quotient According to Stoltz (1997), “to help frame the challenges we face in life, considerthe three levels of adversity.” The pyramid-shaped model begins at the top and worksdown to the individual, explaining two effects. First, it shows and describes societal,workplace and individual adversities people face every day in their lives, and second, itshows how an individual changes positively, affecting the workplace and the largerscale, the society (Huijuan, 2009).The top-most portion of the pyramid is the Societal Adversity, the middle portionis the Workplace Adversity, and the bottom part is the Individual Adversity (Stoltz,1997).

The CORE Dimensions Of AQ AQ comprised of four CORE dimensions. CORE is an acronym for the fourdimensions of AQ and will determine an individual overall AQ . C (control) refers tothe amount of perceived control one has over and adverse event or situation. O(ownership) refers to how a person searches for the cause of the adverse events and tothe degree to which an individual is willing to own the outcome of the adverse action.Owning the outcome reflects accountability. R (reach) is a manifestation of how far theadversity reaches into other aspects of an individual’s life. Lastly, E (endurance) is themeasure of endurance, which reviews how long the adversity and its causes will last inone’s own life (Huijuan, 2009).The Mountain – Ascending Toward Success“Never measure the height of a mountain, until you have reached the top. Thenyou will see how long it was” – this is a line from Dag Hammarskjold that can be asupport to Dr. Stoltz’ line: “We are born with the core human drive to ascend. Ascenddoes not mean floating in a lotus position into the clouds while methodically chantingyour mantra, nor simply moving up the corporate ladder, buying a house on the hill, oraccumulating wealth.”Ascend is moving your purpose in your life forward no matter what your goals.Whether ascent is about gaining market shares, getting better grades, improving yourrelationships, becoming better at what you do, completing an education, raising stellarchildren, growing closer to God, or making a meaningful contribution during your brief

stint on the planet, the drive is imperative. The core human drive to Ascend is theinstinctual race against the clock to accomplish as much of our mission, written orimplicit, as we can in the little time we are given. It is not just limited to the individual.Every organization and work team tries to move forward and upward. Total qualityprograms, growth initiatives, reengineering, restructuring, tapping the power of a diverseworkforce, reducing cycle time, eliminating waste, and enhancing innovation are allefforts to ascend a mountain plagued by avalanches, inclement weather, andunforeseen crevasses (Stoltz, 1997).There are three types of people whom one can encounter along the journey upthe mountain. These individuals have different responses to the Ascend and, as aresult, enjoy varying levels of success and joy in their lives (Stoltz, 1997).The QuitterQuitters simply give up on the ascent – the pursuit of an enriching life –and as a result are often embittered (Stoltz, P. G., & Weihenmayer, E., 2010). Inother words, they abandon the climb. They refuse the opportunity the mountainpresents. They ignore, mask, or desert their core human drive to ascend and withit much of what life offers (Stoltz, 1997).The CamperThe second group of individuals are Campers. These people go only sofar, and then say, “This is as far as I can (or want to) go.” Weary of the climb,they terminate their Ascent and find a smooth, comfortable plateau on which to

hide from adversity. Campers, unlike Quitters, have at least taken on thechallenge of the Ascent (Stoltz, 1997).The ClimberClimbers are possibility thinkers, never allowing age, gender, race,physical or mental disability, or any other obstacle get in way to Ascent (Stoltz,1997).As a result, Quitters are often bitter, depressed, and emotionally numb.Alternatively, they may be mad and frustrated, striking out at the world aroundthem, resentful of those who ascend. Campers are satisfiers. They are satisfiedwith sufficing, rather than striving. Of these three types of people, only Climberslive like fully. They feel a deep sense of purpose and passion for what they do.Climbers never forget the power of the journey over the destination and theyembrace the challenges they inevitably face (Stoltz, 1999).MotivationMotivation, particularly affect an individual’s experience or interest. It may be thebest predictor of long-term persistence in a particular education domain. It is theconcept we use when we describe the forces acting on or within an organism to initiateand direct behavior. We also use the concept of motivation in the intensity of behavior(Petri & Govern, 2004). It is what drives a person to finish a certain goal or dream.The term motivation is derived from the Latin verb “movere” (to move). The ideaof movement is reflected in such commonsense ideas about motivation as something

that people gets going, keeps them working, and helps complete their tasks. It isdefined as the process whereby goal-directed activity is instigated and sustained. Inbroader terms, motivation is a process rather than a product. As a process, motivation isnot observed directly but it is rather inferred from actions (e.g., choice of tasks, effort,and persistence) and verbalizations (e.g., “I really want to work on this”). Motivationinvolves goals that provide impetus for and direction to actions. Cognitive views ofmotivation are united in their emphasis on the importance of goals. Goals may not bewell formulated and may change with experience, but the point is that individuals areconscious of something that they are trying to attain or avoid (Schunk et al., 2008).Another definition of motivation is that, it is concept use when describing theforces acting on or within an organism to initiate and direct behavior. The concept ofmotivation is also used to explain differences in the intensity of behavior. More intensebehaviors are considered to be the result of higher levels of motivation. Additionally, theconcept of motivation is used to indicate the persistence of behavior. A highly motivatedbehavior will often be persistent even though the intensity of the behavior may be low.The concept of motivation helps to explain why behaviors occur in the one situation butnot in the others (Beck, 2004).Motivation needs may be broadly classified into internal, process, and externaltheories of motivation. Internal theories of motivation give primary consideration tovariables within the individual that give rise to motivation and behavior. The hierarchy ofneeds theory exemplifies the internal theories. Process theories of motivationemphasize the nature of the interaction between the individual and the environment.Expectancy theory exemplifies the process theory. External theories of motivation focus

on the elements in the environment, including the consequences of behavior, as thebasis for understanding and explaining people’s behavior at work (Nelson & Quick,2006).Motivation can be defined as the driving force behind all the actions of anindividual. The influence of an individual's needs and desires both have a strong impacton the direction of their behavior. Motivation is based on your emotions andachievement-related goals. It is the basic drive for all of our actions. It refers to thedynamics of our behavior, which involves our needs, desires, and ambitions in life(Rabideau, 2005 [online]).Intrinsic And Extrinsic MotivationMotivation may be described into two broad categories such as extrinsic andintrinsic motivation. Intrinsic and extrinsic motivations are contextual and changeovertime. They vary with situations. They characterized people in relation to activitiesand the same activity can be intrinsically or extrinsically motivating to different people(Briones et al., 2010).According to Renata, intrinsic and extrinsic motivations are terms based on socialand behavioral psychology, and describe the types of factors that motivate people toengage in certain behaviors (Intrinsic & Extrinsic Motivation Methods, [online]). Intrinsicmotivation refers to engagement in an activity with no reason other than the enjoymentand satisfaction of engagement itself. By comparison, extrinsic motivation refers toengagement that provides means to ends that go beyond the engagement itself. Thegoals of extrinsically motivated engagement might be the attainment of tangible rewards

such as money, prizes, or other benefits; intangible rewards such as social approval, asense of worthiness, or even a sense of conscientiousness; or the avoidance of tangibleand intangible punishments such as time-out, scolding, rejection or sense of low selfworth (Intrinsic and Extrinsic Motivation, [online]).Intrinsic motivation is when a person is motivated to do something based on aninternal reward, such as enjoyment of the activity itself and/or a desire to be engaged init. Extrinsic motivation is when a person is motivated to do something based on externalfactors, such as the expectation of reward or fear of punishment (Intrinsic & ExtrinsicMotivation Methods, [online]). Sometimes students are motivated intrinsically, by factorswithin themselves or inherit in the task they perform.At other times, students are motivated extrinsically, by factors external tothemselves and unrelated to the task they are performing. Students are more likely toshow the beneficial effects of motivation when they are intrinsically motivated to engagein classroom activities. Intrinsically motivated students tackle assigned tasks willinglyand are eager to learn classroom material. They are also more likely to processinformation in effective ways. In contrast, extrinsically motivated students may have tobe enticed or prodded, are often interested in performing only easy tasks and meetingminimal classroom requirements and may process information in rote, superficialmanner (Briones et al, 2010).Intrinsic motivation is linked to producing the most positive consequences andthat extrinsic motivation is associated with producing the most negative consequences.Intrinsic motivation produces the most positive consequences because this type

Achievement motivation is a widely researched topic in both the fields of psychology and education. Achievement motivation can best be understood by examining the meanings of "achievement" and "motivation" separately. Achievement typically stresses the importance of accomplishment and attainment with effort involved.